Autobiography, narrative and researcheducation

principles, concepts and specifics in qualitative research in education

Abstract

This text is configured as a theoretical-bibliographic and reflective essay that aims to understand the conceptual,
reflective and interpretative dimensions of autobiography, narrative and research-formation, in qualitative research in education, more specifically, reflexively on these research approaches, their principles and specifically in the context of teacher training and scientific research. To this end, the theoretical-epistemological foundation of this writing is weaved through dialogues with authors of narrative and (auto)biographical research with contributions from: Marie-Christine Josso, Paul Ricoeur, Dilthey, Ivor Goodson, Inês Bragança, Conceição Passeggi, Elizeu Clementino de Souza and others. As lessons and learning from the study revealed that research training is a potential device that has been transforming the ways of doing research and training, simultaneously, with the use of autobiographical narratives, bringing the subject to the center of debate and discussions, which has difference both in the academy and in its articulation with other sociocultural instances, with the school being one of these institutions, among others, that feed each other back, giving vigor, meaning and meaning to life, learning, training and construction of scientific knowledge.